ERIC ED616600: Exploring the Practices of Secondary School Teachers in Preparing for Classroom Observation amidst the New Normal of Education

2021·0.35 MB·English

by  ERIC

Journal of Social, Humanity, and Education (JSHE)
ISSN 2746-623X, Vol 1, No 4, 2021, 281-296 https://doi.org/10.35912/jshe.v1i4.721
Exploring the practices of secondary school
teachers in preparing for classroom observation
amidst the new normal of education
Kevin Caratiquit1*, Reynel Pablo2
Lal-lo National High School, Lal-lo, Cagayan, Philippines1*
Licerio Antiporda Sr. National High School, Buguey, Cagayan, Philippines2
[email protected]*, [email protected]
Abstract
Purpose: This study aimed to explore the practices of secondary
public school teachers in preparing for classroom observation
amidst the new normal of education. The emphasis of this study
was drawn from the central question, "What are the practices of
secondary public school teachers in preparing for classroom

observation amidst the new normal of education?".

Research Methodology: This study used a qualitative research

design. It employed a phenomenology design to explore the
practices of secondary public school teachers in preparing the new
Article History
normal classroom observation.
Received on 25 June 2021
Results: Teachers believe that classroom observation is a
Revised on 15 August 2021
Accepted on 18 August 2021 measuring tool for achieving their professional goals or
performance level. They also think that classroom observation can
evaluate and assess the students' learning outcomes effectively and
efficiently.
Limitations: This study was limited to 22 secondary public school
teachers in Cagayan, Philippines.

Contribution: It can be helpful for teachers to improve their

teaching techniques, strategies, methods, and instructional

materials to be used amid this new normal of education.

Keyword: Classroom observation, Teachers' performance, New

normal education

How to Cite: Caratiquit, K., & Pablo, R. (2021). Exploring the
practices of secondary school teachers in preparing for classroom
observation amidst the new normal of education. Journal of Social,
Humanity, and Education, 1(4), 281-296.
1. Introduction
COVID-19 has been declared a public health emergency. This infection is caused by a newly
discovered coronavirus (SARS-CoV-2, formerly known as 2019-nCoV). It has attracted global
attention as a result of the pandemic's vast growth and the imperative of eradicating the virus and
flattening the infectious disease curve (Guo, Cao, Hong, Tan, Chen, Jin, Tan, Wang, & Yan, Y.
(2020). There have been school closures in many countries. Policymakers must decide whether to
close or keep schools open in the face of a crisis. In many families throughout the world,
homeschooling has a significant impact on parents' productive output, children's social lifestyles, and
learning. Education is moving online on an unprecedented scale.

Academic experts began considering the traditional method of face-to-face instruction in the
aftermath of the pandemic. They began researching distance education as a viable option for filling
the classroom void for three to four months, thereby lowering the risk of infectious disease among
learners prior to the resumption of traditional activities, mentioned by Kaur in 2020 (As cited by
Adnan & Anwar (2020). With that, as student assessments move online, this leads to significant
careful planning and uncertainty for everyone. Numerous assessments have been altogether canceled.
Notably, these disturbances will not occur infrequently. They are almost sure to have long-term
implications for the affected collaborators and to exacerbate inequality.

Distance learning emphasizes the lack of physical meetings between instructors and learners; these
can be influenced by digital communication in the form of visual media, the demonstration of text
material, illustrations, and images in real-time or on a delayed basis (Griffiths, 2016). For years, the
Philippine Education System remained traditional but has evolved to meet the needs of the new
generation. Indeed, long before this "new normal" became apparent, teachers and students were
already utilizing the internet, computers, and other technologies in the classroom. However, the
distinction is between a face-to-face class and the virtual classes, now the "new normal." The
Department of Education established three modes of delivery for learning in the new normal. These
are referred to as Blended Learning, Distance Learning, and Homeschooling.

Distance learning's first mode of instruction, which comes in three varieties. The first is modular
distance learning. A module is a unit of instruction that contains knowledge about a subject, focuses
on learning activities, and concludes with a certain form of evaluation to demonstrate comprehension
(Sweet, 2020, as cited in Cahapay, 2020). In modular distance learning, learners will receive modules
collected weekly by the teacher. Parents must make a dropbox, also known as a learning package, in
which the educator can store modules, and the parents can keep track of the learner's activities in this
mode.

The second is Online Distance Learning, where it necessitates those learners to have access to the
internet. In this mode, the teacher and student will connect virtually and perform their task either
synchronously or asynchronously. Synchronous learning can take place online through classroom
lessons, instant messaging, and online education, whereas asynchronous learning can occur via blog
readings, documented videos, and dialogue boards (Lawless, 2020). Nevertheless, a recent
investigation found that most students dislike online education (Hernando-Malipot, 2020). Lastly,
there are Television and Radio-Based Instructions; these modalities of instruction are ideal for self-
motivated learners.

Blended learning is the second mode of instruction. It incorporates various techniques, including face-
to-face instruction, online strategies, and technology (Graham, 2019, as cited in Tupas & Linas-
Laguda, 2020). Additionally, it is a synthesis of constructivist and electronic teaching principles
(Johnson, List-Ivankovic, Eboh, Ireland, Adams, Mowatt, & Martindale, 2010). Due to its advantages
in assisting a diverse student body, it is commonly referred to as "hybrid learning." It may not require
internet access, and parents also must pick up teaching materials at the school. Ultimately, and maybe
most significantly, there is the option of homeschooling. This method of instruction is efficient if the
student has a mentor or a parent who is qualified and accessible always to assist the child's learning.
In accordance with that, this timely study explored the practices of secondary public school teachers
in preparing for classroom observation amidst the new normal of education. It is believed that
secondary public school teachers' practices in preparing the classroom observation in the new normal
will encourage teachers to improve their teaching techniques, strategies, methods, and instructional
materials to be used amid this pandemic.

Research Questions
This study was qualitative research that focused on exploring the practices of secondary public school
teachers in preparing for classroom observation amidst the new normal of education. Its emphasis was
drawn from the central question, "What are the practices of secondary public school teachers in
preparing for classroom observation amidst the new normal of education?"

Specifically, it sought to answer the following queries:
1. What strategies, techniques, methods, and tools do the teachers use to prepare for classroom
observation amidst the new normal of education?
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2. How do the teachers deliver their demonstration teaching for the new normal classroom
observation?
3. What do the teachers think of how their new normal classroom observation tools are rated?
4. How important is the new normal classroom observation for the teachers?
5. What are the problems do the teachers encounter in preparing for classroom observation amidst
the new normal of education?

2. Literature review
Teachers and students are being retrained and retooled to support schools' adoption of distance
learning delivery modalities, according to the Department of Education (2021). Changes in the
delivery of education influence the obligations and performance standards of teachers. Teachers'
expectations must be documented in a more context-sensitive Results-based Performance
Management System (RPMS).

As stipulated in DepEd Order No. 2, s. 2015, RPMS stands for the Results-based Performance
Management System (RPMS). DepEd's vision, objective, values, and strategic goals are emphasized
throughout the organization. It also manages, monitors, and measures teacher performance and
organizational needs. The department wants to provide feedback on employees' progress and
accomplishments and track their progress against goals to determine if any corrective actions are
needed. Dizon, San Pedro, Munsayac, Padilla, and Pascual (2018) mentioned that DepEd strengthens
its performance and responsibility culture while adhering to its overall organizational directive,
vision, and mission by adopting the RPMS as its Strategic Performance Management System
(SPMS). According to Department of Education (2015), corporate objectives and performance
evaluation should be linked. Indicators are critical for monitoring individual performance and its
effect on company goals.

In line with this, DepEd classroom observation in the new normal uses an instrument called the
Classroom Observation Tool (COT) with three indicators: 1.) "Apply knowledge of content within
and across curriculum teaching areas." 2.) "Plan and deliver teaching strategies that are responsive to
the special educational needs of learners under challenging circumstances, including isolation, chronic
illness, displacement due to armed conflict, urban resettlement or disasters, child abuse, and child
labor practices." 3) "Select, develop, organize and use appropriate teaching and learning resources,
including ICT, to address learning goals." The COT is an interactive platform that gives vital
highlights and does not require complex inferences or judgments made by an observer. It is highly
objective and specific and can be used to code observed behavior easily.

Classroom observation is a critical component of the RMPS because it delivers instructions and
assesses learners' behavior. As the term suggests, learners observe behaviors and events recorded
(Impoff, 2020). It employs various instruments to facilitate the effective collection of data. Some of
the tools are also used in research, and they may include classroom observation schedules and stalling
observation schedules. Through these instruments, educators can stimulate change and gather more
valuable information while providing clear evidence and collecting data from naturalistic education
settings. Accordingly, this improves education and enhances understanding. A classroom teacher
invites a master teacher, head teacher, or the school head into their classroom to observe. Whether
they are master teachers or beginning teachers, all the teachers involved could dialogue together and
learn through a post-conference.

There are several relevant studies related to exploring the practices of secondary public school
teachers in preparing for classroom observation amidst the new normal of education. Barrogo (2020)
conducted one of these pertinent studies, analyzing teachers' attitudes toward the standardized
classroom observation tool. The researcher used a descriptive design in this study, with a survey as
the primary instrument for data collection. The findings indicated that a single standardized classroom
observation tool could be used to assist teachers in evaluating their performance and providing an
improvement plan, thereby continuing to improve teachers' preparation and competency.

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Castillo (2021) conducted a qualitative study to understand junior high school teachers' perceptions
and experiences of conducting class observation during the COVID-19 pandemic in 2020-2021. The
study did identify remarkable perceptions of junior high school educators regarding the importance of
conducting the class observation. A phenomenological research design is used in conjunction with an
accommodating interview with 15 teachers as study informants. The study found that instructional
leaders and teachers could coordinate and plan class observation tasks to benefit both parties.

Meanwhile, Garcia, Narca, Mariano, and Fronda (2020) determined the extent of teaching standards
expertise of Senior High School-Accountancy, Business, and Management (ABM) teachers by
utilizing the Classroom Observation Tool (COT). The study also examined the relationship between
significant differences in teachers' performance levels based on their profile variables. However, the
result proved that profile variables and grade level taught to have no significant difference in
performance.

Cabigao (2021) portrayed a teacher-approachable class observation post-conference structure based
on Carl Rogers' Self Theory, which emphasizes a person-centered approach, with the self as the
central focus of personality research. The framework begins with teachers sharing personal lived
experiences as conscious awareness during their teaching presentation. Educators are entitled to
discuss themselves in a welcoming and approachable environment to instill a positive atmosphere for
the duration of the post-conference portion of the classroom observation.

Wairimu (2016) also investigated teachers' perceptions of head teachers' classroom observation
practices in Nakuru North district government elementary schools. Classroom observation and the
head teacher checking students' workbooks were examined in relative to educators' perceptions of
duty performance. The research design was a descriptive survey. The study surveyed twenty school
administrators and ninety-four teachers. According to the research, school leaders visit classrooms
and convene conferences to resolve conflicts. Audits of teachers' professional documents were
conducted to ascertain the amount of work completed and the comments made by the majority of
school leaders. Teachers agreed that instructional supervision enhances teaching and learning and that
head teachers manage classrooms, which they viewed positively.

Moreover, by utilizing classroom observation tools throughout the teaching practice, an individual's
behavior is enriched cumulatively. As a result, knowledge about the new behavior influences the
actual rate of learning. Indeed, the teacher's comprehension learning process accelerates slightly,
resulting in enhanced behavioral changes. Education World (2021) stated that teacher classroom
observation would be included in the pool of opportunities for professional development. However,
new online or other distance learning protocols require teachers to change their daily tasks,
responsibilities, and accountability quickly. During the COVID crisis, educators may be needed to
create new formative or summative methods for monitoring students' development. Additionally, De
Villa and Manalo (2020) performed a relevant study to examine the secondary teachers' lived
experiences before the New Normal implemented distance learning. Specifically, it sought to
ascertain (1) teachers' preparation for the new normal of education, (2) the obstacles they face as they
prepare for distance learning, and (3) their coping mechanisms for overcoming those obstacles. The
findings indicated that educators make vital arrangements to embrace distance learning as education
changes to a new normal. While they face obstacles that may impair their job, they can adapt to the
new normal and complete their responsibilities. Before implementing distance learning, school
authorities should collaborate with teachers to address their resource and training needs to deliver
quality education.

Following this, Arrieta, Dancel, and Agbisit (2020) examined and comprehended junior high school
science teachers' difficulties and perspectives following another term or nearly three months of
continuing education in the new normal. The investigation discovered that science teachers had been
equipped and the curriculum had been altered. The instructional materials were strengthened, and
numerous obstacles such as student behavior, task distribution and operation, a limited amount of time
for competency integration, and student participation were overcome.
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Another study, Butron (2021) evaluated teachers' responsiveness, emotional reactions, and activities
to ascertain the level of support they require at home to perform the task and responsibilities
efficiently and effectively in the new normal of education. Educators report completing daily tasks,
according to the findings. Despite working from home, teachers maintain a connection to the school,
and their primary responsibility under the new educational standard is to evaluate participants'
progress.

Also, Joshi, Vinay, M., and Bhaskar (2020) analyzed the strategies used by higher education
institutions to continue imparting education during a lockdown. Additionally, the study discusses the
difficulties that teachers face when teaching online from their homes. The outcomes indicated that
higher education institutions (HEIs) had held numerous programs to impart education in this
pandemic situation. However, from the teacher's perspective, these initiatives have been a failure.
Teachers face various challenges when teaching online, including a lack of technical resources,
interruptions from family, a lack of training, clarity, direction, and a lack of knowledge.

Furthermore, Ali and Kaur (2020) assessed how teachers coped with online learning after nationwide
school closures. They used a meta-synthesis methodology and cited relevant literature to understand
the essence of continuous learning during these unexpected times. The findings indicate that teachers
were gradually adopting aspects of online learning. Similarly, Barrera, Jaminal, and Arcilla (2020)
surveyed their students and teachers regarding readiness to flexible learning in the new normal of
education. The results discovered that teachers should be trained in online teaching, and the education
system should be revised to cater to the paradigm shift.

3. Research methodology
Research design
This study used a qualitative research design. It employed a phenomenology design to explore the
practices of secondary public school teachers in preparing the new normal classroom observation.
Phenomenology was used because it centers on the lived experiences of the secondary public school
teachers on their encounter with the new normal classroom observation.

Participants of the Study
The sources of data were the two secondary public school teachers in Cagayan, Philippines. These
public national high schools have Junior and Senior High Programs offering the general education
curriculum and the SHS curriculum mandated by the Department of Education. Purposive sampling
was used with the following distribution for each of the schools:

Table 1. Distribution of Respondents
Position and Public School 1 Public School 2 Total
Department
Teacher –I (JHS) 2 2 4
Teacher –II (JHS) 0 2 2
Teacher –III (JHS) 3 2 5
Master Teacher (JHS) 1 2 3
Teacher –I (SHS) 1 0 1
Teacher –II (SHS) 3 3 6
Teacher-III (SHS) 1 0 1
TOTAL 11 11 22

Instrumentation
A formal written communication addressed to the school heads contained the request for approval to
conduct the research. When communication was approved, the researchers through the channel asked
permission from both schools' junior and senior high school coordinators to collect the data. The
interview protocols were self-administered to fully consented participants from the two schools using
Google Meet.
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All responses from the two secondary schools were automatically recorded in the database and
checked initially to verify missing and incorrect inputs. Since the researchers utilized Google Meet in
collecting the data in the study, they have undergone recoding with the consent of the participants to
ensure that data needed are appropriately categorized. The study results were communicated in
generic form to all participants, other than acknowledging their participation. General
recommendations were stated, and directions were proposed.

The instrument used in gathering data for this research was mainly an interview protocol which
composed of two sections, including (1) the Profile and (2) the Practices of the Participants as what
methods, strategies, techniques, instructional materials, and evaluation system used in preparing the
new normal classroom observation

Analysis of data
The qualitative data collected was analyzed using content analysis in thematic manner, a qualitative
descriptive approach wherein data is quantified in content analysis. In contrast to the tradition of
quantitative data analysis, it does not imply that phrases and concepts are transformed into numerical
values for data analysis purposes. In some cases, however, it may mean that the repetition of the same
or comparable codes in the transcription is deemed necessary for developing a category or for
organizing the theme's structure. It is anticipated that the underlying codes will influence the
significance of the theme in the given data. Something significant regarding the research question will
be captured as a result. It was decided to use this method of data analysis because the researchers
wanted to collect information that showed that a specific narrative element was repeated across all of
the responses they received.

4. Results and discussions
After conducting a qualitative analysis of the responses from the 22 participants, four major themes
emerged from the data. Each theme has corresponding sub-themes that were culled from the
subsequent thematic analysis.

Figure 1. Themes and sub-themes

Theme 1. Importance of classroom observation in the new normal
Two sub-themes were identified by the researchers from the responses of the participants. The
importance of classroom observation in the new normal was categorized into (1) Professional
Improvement and (2) Student Learning and Development.

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Professional improvement
Participants 2, 3, 11, 12, and 18 stated, "Classroom observation is a way to improve teaching skills
and teacher quality." They also mentioned, "It is another way for us to identify various tasks that the
teacher can perform and its development needs. A classroom observation is beneficial for identifying
those who require more assistance.". In addition, they said, "It is a basis in planning an in-service
training for teachers."

In addition, Participants 4, 5, 7, 9, 10, 13, 14, and 22 said, "It is useful to assess the teachers'
performance and evaluate the teachers' strengths and weaknesses in the teaching-learning process in
the new normal." They also added, "It serves as one of the measuring tools in achieving your
teacher/professional goals or performance level of a teacher. It may not measure all, but it will help
us in becoming better educators."

Moreover, Participants 15, 16, and 17 stated, "It helps me perform well and makes me grow
professionally. It is essential because it keeps me on track." A teacher's observations in the classroom
lead to improved teaching practices, especially this trying times. It is also a useful strategy that
teachers can employ to assist them in improving their classroom management skills.

Halim, Wahid, and Halim (2018) stated in their study that classroom observation promotes interaction
among coworkers to enhance teacher instruction and student learning. Classroom observation
feedback is an efficient strategy of informing teachers about their school environment and supporting
their ongoing professional development.

Student learning and development
Participants 1, 2, 10, 12, and 21 said, "It is used to deliver quality education to the learners. It is a tool
that helps teachers reflect on their performance to enhance the teaching methods and strategies to be
utilized in teaching the learners in the new normal." They mentioned, too, "It is a way to effectively
and efficiently evaluate and assess the students' learning outcomes." Teacher observation is a valuable
tool for professional growth and, as a result, for improving student outcomes. It also enhances the
teacher's teaching abilities, becoming a more effective and efficient public school teacher.

According to Pecoraro (2020), having access to a high-quality education enables students to
understand their school subjects better. It will improve their motivation to learn, which will result in
improved performance in class. Additionally, he stated that students would gain more understanding
and knowledge using effective learning practices. It will prepare them to be self-sufficient in any
condition, both inside and outside of school.

Theme 2. Tools utilized in classroom observation
Three sub-themes were identified by the researchers from the responses of the participants. The tools
utilized for classroom observation were categorized into: (1) Technological Devices, (2) Emerging
Applications, and (3) Instructional Plans.

Technological devices
Participants 3, 14, 15, 18, and 19 stated, "Laptop or smartphones/android phones and internet access
are the basic devices needed in doing the classroom observation in the new normal." They also added,
"Smart TV, if available, is also suggested to be used for a wider screen viewing." In addition, they
also said that "Using ring light will make the video presentation more effective and clearer for
viewing."

Due to the rapid growth in communication technology users, new technologies and education are
required to develop new student learning activities. In this pandemic, information technologies
devices can help students access study classes, interact with or converse with instructors, and ask
other students queries.

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Friyanto, Prasetyo, and Albar (2020), in their study, "Technology-based education," reported that
Learners were incredibly supportive of the use of smartphones and computers to obtain lectures and
education, based on the current survey which was conducted by the Educause Center for Applied
Research (ECAR). According to a university survey, 67 percent of the students agreed that technology
is critical for academic activities in classroom instruction.

Hence, more excellent technology capabilities are improved leverage in the teaching process, and both
old and contemporary techniques impact learning results. It is essential to the curriculum's
effectiveness that it is kept up to date by incorporating newly created technology tools and equipment.

Emerging applications
Participants 12, 16, 17, 19, and 22 said, "Filmora, Kinemaster, Power Director, and VivaCut are
highly recommended for video editing software."

While fighting this pandemic, video lessons have developed, with most teachers noticing an
improvement in remote instruction. Based on ONVU Learning (2021), when video lessons are used in
classrooms, they significantly impact the student because teachers can evaluate their lessons without
face-to-face contact. The idea of sharing recordings with even more than one colleague or student
enables more discussion about the most effective methods for teaching specific topics or classes.

In addition, Participants 1, 8, 10, and 20 stated, "Interactive games were also employed in the video
lesson presentation." As reported in the study of Lieberman (2006), utilizing games to enhance the
learning process is highly effective. It was discovered that people gain knowledge when asked to
think, explore, and respond in games. Frequently, games require learners to solve complex problems.
They interact with the team environment, develop their abilities, and practice their abilities.
Additionally, they have the freedom to attempt and fail before succeeding and receiving support.
Learners adapt to game difficulties, ensuring that they remain challenging but not excessively
difficult.

Meanwhile, Participants 1, 4, 8, 10, and 11 said, "As a 21st-century educator, I utilized different
online educational platforms such as Google Meet, Google Form, and Google Classroom in teaching.
I would maximize the use of online educational technologies. I used Google Meet, Kahoot, and
Quizziz for the assessment and PowerPoint in discussion and video clips to motivate my learners as
an add-on. As a teacher-innovator, I incorporated interactive platforms and games into my work.
Several educators who've been a completely remote struggle to strike a balance between instructional
pedagogy and engagement. Additionally, I facilitated discussions and teamwork and ensured that time
was set aside for socioemotional learning. I always make an effort to be accessible and adaptable."

During this new normal of education, the utilization of information and communication technology
(ICT) facilitates cooperation. Bringing students together to discuss and debate their work aids in
communication skills. ICT motivates learning as society's demand for new technology has not
forgotten about learners and their needs. Technology is both inspiring and encouraging to learners in
the classroom.

ICT improves student engagement and effective learning. Learners become more engaged in their
work when ICT is incorporated into lessons. Technology allows new ways to make learning more fun
and enjoyable by teaching novel concepts. As a result of this increased engagement, they will be able
to maintain knowledge more effectively and efficiently (ICTE Solutions, 2020).

Besides, Participants 5, 14, 15, 16, 17, 18, 21, and 22 shared that "The module was supplemented with
video material. By using cloud computing like Google Drive, I delivered or sent recorded video
lessons online. I recorded a video lesson. I utilized the different applications in video presentation
wherein the teacher is speaking to the camera, and photographs were also added. Through the video
lesson, the topic has been explained clearly. I also attended webinars on different video editing tools
and software. Learning more about video editing is one of the strategies I used in preparing the New
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Normal Classroom Evaluation."

Nowadays, both sides of the classroom can benefit from the use of video learning. Video lessons,
once completed, can be reused and updated to save time at the school for live discussions and student
engagements.

EdSurge (2020), in his essay "The Importance of Videos for Teaching and Learning," mentioned that
In studies, video learning had been shown to have positive effects on a variety of levels, including
greater productivity and comprehensible input, as well as the ability of the students to enable
discussions and address problems on their own. EdSurge (2020) also mentioned that video allows
both the learner and the educator to interact one-on-one without ever being in the same room together.
Teachers in general and special education can benefit from video training because it allows them to
teach the students at their own pace, which helps close the training gap. Multiple viewings of a video
are recommended for students to gain and keep learning material. Captions, for example, make it
possible for deaf students to follow along with the video.

Instructional plans
According to Participants 2, 11, and 13, "Daily lesson log or individual workweek plan is still
essential in conducting a classroom observation in the new normal. I still used the lesson plan as a
guide. I am drafting my lesson plan first before drafting my script." A teacher with a plan is a more
confident teacher, according to Jensen (2001). They know what to do when and how. Everything has
been gathered and decided upon beforehand, so the lesson will run more smoothly. The teacher will
not end up wasting class time flipping through the workbook or making photocopies. A confident
teacher will inspire more compassion from students, reduce discipline issues, and make them more
open to learning.

Participants 1 and 13 mentioned that "I still used 4As Lesson Plan as a format in preparing my lesson.
My approach in my lesson is 4As, the Activity, Analysis, Abstraction, and Application." Even in this
educational crisis, educators must plan their lessons daily or weekly in advance and employ the most
effective teaching methods. Attending classes without a study guide has a negative effect on both
teachers and students. When an educator is not adequately prepared, they project an image of
incompetence and unprofessionalism to their colleagues, administrative staff, and students. (Impoff,
2020). Collaboration between students and teachers is essential in promoting quality and creative
learning experiences, and the 4As may be one of the most helpful features in this endeavor. Kolb's
Experiential Learning Theory is the foundation of this approach, which aims to approach the child as
a whole. It also recognizes the student's previous schemes. It integrates them into a new one, so this
structure will likely bring out what was stored and that what has been missing would be filled in
eventually, leading to a more in-depth understanding of the lesson content.

On the other hand, Participants 4, 6, 7, 9, and 11 said, "Classroom Observation Tool in the new
normal is still important as a guide during the observation process." According to Department of
Education (2021), for SY 2020-2021, the adjustments to RPMS, its tools, procedures, and protocols
reflect the current system in place at the Department of Education to govern teachers' functions. The
chosen RPMS objectives are intended to assist teachers in adapting and responding more rapidly and
effectively to developing circumstances linked with the pandemic's challenges.

Moreover, Participants 4 and 11 mentioned, "Aside from the Classroom Observation Tool as a guide,
Performance Monitoring Plan and Observation Note are also needed in conducting classroom
observation in the new normal." Observation is an effective means of observing a teacher's progress.
When utilized correctly, it also supports teachers by providing a comprehensive picture, and thus
specific objectives can be set. Providing feedback is a complex skill, which needs to be learned and
honed. Monitoring aims to track, identify, and improve project implementation to meet project goals
and objectives. Continuous observation, structured documentation, as well as critical reflection are all
part of monitoring.

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Theme 3. Teaching-learning process
The teaching-learning process was categorized into (1) Practices in Preparing the Classroom
Observation and (2) Learning Delivery.

Practices in preparing the classroom observation
According to Participants 6 and 10, "Upon preparing my lesson, I consider the different learning
styles of my learners. In my subject, I utilized a team-based learning approach, a group collaboration
teaching practice used to engage students' knowledge."

Several research results show that student learning styles are highly dependent on the teaching
methods employed by the teacher. For different learning styles, these teaching methods are
ineffective. In other words, the most effective learning method for students proved to be less effective
for students with different learning styles.

Students' preferred learning styles can encourage them to reflect on their preferred methods of
instruction, giving them a greater sense of belonging and control over their education. Learning styles
serve as a reminder that each student is unique. Finally, they can increase teachers' enjoyment of
teaching and help them develop their professional skills (Colors-NewYork, 2019). Additionally,
cooperative learning can effectively motivate students, promote active learning, and develop students'
critical reasoning, interaction, and decision-making skills. On the other hand, if teamwork is not
properly planned and facilitated, it can be frustrating for both students and instructors.

In addition, Participants 14 and 21 shared that "I applied various tools and strategies to deliver the
lesson, such as integrating online interactive games with the learners to gain interest in the topic. I
gave a formative assessment to every end of the topic to assess their learning. Online quizzes were
utilized. Before you start, it is important to know your capabilities in terms of ICT skills. Also, you
must still find ways on how your video lesson to be more appealing and interactive to the learners."

ICT could indeed improve the value of education in various aspects, including by enhancing student
motivation and engagement, enabling the acquisition of core concepts, and improving teacher
instruction, among other things. When used appropriately, ICTs are transformative tools that can
facilitate the transition to a learner-centered environment (Life Learners Academy 2018). New normal
education through ICT can enable teachers and students, facilitate change, and promote 21st-century
competencies. It can allow teachers and students to shift the focus of teaching and learning processes
from focusing on the teacher to the students. It will increase students' learning gains by encouraging
and developing their resourcefulness, problem-solving abilities, and informational reasoning skills.

Learning delivery
Participants 1, 5, and 16 mentioned that "In terms of learning delivery, it is the same as I have during
the Face-Face. I start it with motivation, discussion, and activities. It starts with introducing the
teacher, checking previous activities, reviewing past lessons, discussing the new lesson, and
reinforcing activities. I made sure that my lesson plan was well crafted."

A well-prepared teacher is well on their way to providing their students with a successful instructional
experience. Developing engaging lessons takes a significant amount of time and effort. To succeed as
a new teacher, you must be willing to put in the necessary effort. When lessons are delivered
effectively, students' comprehension increases, resulting in increased student participation and an
overall increase in the quality of student work.

Additionally, it is crucial to recognize that even the most carefully planned lesson will be ineffective
without engaging delivery procedures and classroom discipline techniques. All teachers should
acknowledge that they are not self-contained islands. The district's educational philosophy and
uniqueness should serve as the guiding force for the classroom. Every teacher's classroom
management effort must reflect the school's code of discipline that should be fair, responsible, and
meaningful (Kean Universit, 2019).
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